درخت حوزه‌های تخصصی

Purpose: The aim of this study was to develop a standard model of teachers' professional competence on the basis of high-level documents. Methodology: This was an applied research in terms of purpose and was a sequential exploratory mixed study in terms of data collection. Data collection tools in the qualitative phase were the analysis of the content of high-level documents (Fundamental Reform Document of Education (FRDE), National Curriculum, Comprehensive Scientific Map of the Country, and 20-Year Perspective Document for Iran) to extract the components. In order to ensure the validity of the content analysis checklist, content and face validity method and expert opinion were used. The data in qualitative phase were analyzed through three open, axial and selective coding methods. The findings included 69 symbols in the open coding, where they were classified in the form of 4 concepts including recruitment, teacher education, teacher retention & promotion and evaluation in the axial coding. In the selective coding stage, a standard model of teachers' professional competence on the basis of high-level documents was developed. The research instrument in the quantitative phase was a researcher-made questionnaire derived from the qualitative results of the research. The face and content validity of the questionnaire was confirmed by experts in the field of education. Confirmatory factor analysis, convergent validity, and divergent validity were used to evaluate the construct validity, and hybrid reliability was used to evaluate the construct reliability. As well as, in the quantitative phase of research, structural equations under Smart PLS software were used to evaluate the standard model of teachers' professional competence. Findings: According to the results of t-statistic, all factor loadings were significant at 99% confidence level and played a significant role in developing the standard model of teachers' professional competence on the basis of high-level documents of Education. Conclusion: The proposed model enjoyed an appropriate quality and was approved. Managers, teachers, and administrators in the education of teachers can employ the symbols, concepts, and categories identified in this study in their future planning to shape the teachers' professional competence.

Purpose: The purpose of this study was to present a model of organizational empowerment based on knowledge management among employees of Sepah Bank branches in Tehran. Methodology: The present study was applied in terms of purpose, and in terms of data collection, it was a mixed research (qualitative and quantitative). The statistical population consisted of academic and organizational experts including senior managers of Sepah Bank in Tehran and the quantitative department included all employees of Sepah Bank in Tehran. Sample size was estimated in theoretical saturation (20) in qualitative section and 343 in quantitative section. Purposeful sampling and stratified random sampling were used for quantitative sampling. Data were collected through qualitative interviews and quantitative researcher-made questionnaires based on 5-point scale. The face and content validity of the questionnaire was confirmed by several experts, validity was calculated by means of variance mean and divergent validity was calculated by AVE. The reliability of the questionnaire was 0.968 through Cronbach's alpha. Data were analyzed using Cronbach's alpha, AVE, AVE root matrix, Kolmogorov-Smirnov test, confirmatory factor analysis, and one-sample t-test. Findings: The results resulted in the identification of 17 components and 66 indicators, including 14 affective components including trust, motivation, commitment, emotional intelligence, participation, communication, structure, education, culture, leadership, technology and reward and 3 affective learning components. Organizational, organizational entrepreneurship and performance, a moderating variable (personality traits) and knowledge management as independent variables affect organizational empowerment based on knowledge management. Other results showed that the status of identified components in organizational empowerment based on knowledge management is desirable. In addition, mechanisms, facilitators, and barriers to organizational empowerment based on knowledge management were also presented. Finally, a research model consisting of influencing factors, content phenomena (constituents, facilitators, barriers, and effective mechanisms for organizational empowerment based on KM) was presented and the degree of fit was confirmed by experts with 95% confidence. Conclusion: Choosing important and effective knowledge and capabilities in the organizational field and enhancing organizational skills is a very effective way of empowering organizational personnel that can lead to enhancing organizational efficiency and organizational integrity of an organization's personnel.